Activity #1 Guess that Action! (Comprehension, Vocabulary)
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Identify common figures of speech and use them appropriately.)
The teacher would bring up this smilebox and use it for a fun activity with the students. The kids would get the opportunity to look at the various slides and determine what action is being done in the pictures. In about 40% of the slides, the students also have to figure out what action they COULD do with the given object. Students will have fun with this activity as they jump around and participate in the various actions.
Activity #2 Action or Object? (Vocabulary, Phonics, Comprehension)
A.4.2 Read, interpret, and critically analyze literature. (Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience.)
In this activity, the students will be given ACTIONS/VERBS and OBJECTS/NOUNS. In the description, the teacher can refer back to the "Guess that Action" activity to explain that actions are done by someone and objects are often used for actions (such as THROWING a BALL). They will then complete the document below with directions from the Teacher.
Directions: Read through the words two times and put an "X" on the correct line to show if the word is an action or an object.
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.)
Have the students look through the book, "Because a Little Bug went Ka-CHOO" as a class one time with all of them being silent and then a second time predicting what the story is about. Questions should be asked of the students such as:
a. What do you think the story is about?
b. What helped you predict that about the story?
c. What can you predict because of the pictures on this page?
d. Why does he/she look like she's _(adjective)?
B. Building Knowledge
Activity #1 Group Fluency Reading (Fluency, Phonics)
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Read aloud with age-appropriate fluency, accuracy, and expression.)
For this activity the students would have the book read to them in class by the teacher. The teacher would take this opportunity to explain how to read with the correct forms of fluency and inflection. "Because a Little Bug went Ka-CHOO" is a great book for inflections because of the dramatic emotions and sounds that occur. Making the sound "Ka-CHOO" can often push students out of their comfort zone if it is not modeled. Have the students repeat some of the sounds that the book makes throughout the book. The students would then take turns reading pages with phonetic accuracy, inflection and fluency. The teacher should correct when necessary and model pages as needed in the rotation if students are not understanding the concept of "fluency" skills.
Activity #2 Rhyme Time - VoiceThread (Phonics)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre.)
E.4.1 Use computers to acquire, organize, analyze, and communicate information. (Generate, send, and retrieve electronic messages.)
Have the students assigned to go online and respond to this voicethread. Show them how to access this voicethread in addition to sending a note home with their parents. Explain that they have an option to type a responsive sentence with two or more rhyming words or they can record their answer. Have the students pick out the rhyming words from the given sentences later in class and talk about spelling similarities with phonics.
Activity #3 (Vocabulary)
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly.)
For this activity, the students would go through the book and pick out ten different action verbs that they liked or were not sure on the definition for that they read from the book and would write them down on in the following document. After they chose their words, they would look up the words in the Kid's Yahoo Dictionary and write the verb definition. The students would then write, in the same document, a sentene using that action verb in a new way.
Example:
1. Action Verb: Bopped
2. Definition: To hit or strike.A blow; a punch.
3. Sentence: The turtle bopped the raccoon on the head with his hand.
C.4.2 Listen to and comprehend oral communications. (Retell stories and reports of events in proper sequence.)
E.4.1 Use computers to acquire, organize, analyze, and communicate information. (Use basic word-processing, graphics, and drawing programs.)
In this activity, the students would be given directions about how to post online with the following password. Each student would be in charge of posting online to the discussion board and the examples would be discussed in class. Students could talk about what other actions could follow in sequences from the writeboard. Since the students now know what an action word is, they could also pick out the action word in the first sentence of each response.
Activity #2 Story Sequencing (Comprehension, Phonics)
C.4.2 Listen to and comprehend oral communications. (Retell stories and reports of events in proper sequence.)
A.4.2 Read, interpret, and critically analyze literature. (Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences.)
For this activity, the teacher would use sentence/paragraph strips as a manipulative for practicing story sequence. The story to decode for this activity would be "Because a Little Bug went Ka-CHOO". Each table would work seperately to take turns reading the sentences and each table would put them in the correct order based on the story. You could have the students race to see who could sequence them the fastest. This would be a great opportunity to stress the importance of having order in a story. Kids arrange sentences/paragraphs in order. The strips would be numbered on the back for self checking.
Activity #3 Class Consequences Book (Comprehension, fluency, phonics)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences.)
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.)
This activity would be a class book. As a class, the students would work together to come up with a story regaurding a action done by a person or animal. Every sentence would we written on the board by the teacher. Each of the students would be sure to contribute a sequencing action. The teacher would give each student a page to work on. The student would write out the sentence they were assigned to and draw a picture that illustrated the sentence. One by one and they would be able to complete a book together with actions and consequences. Once the book is finished by the class, they can present it to a lower grade and practice their fluency while reading their page.
Because a Little Bug went Ka-CHOO!By Rosetta Stone
Photo by: http://jennifermorrill.wordpress.com/2009/04/21/because-a-little-bug-went-ka-choo/
Online Book Activities
By Rebecca Phillip
ED 401
Second Grade
A. Anticipation Activities
Activity #1 Guess that Action! (Comprehension, Vocabulary)
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Identify common figures of speech and use them appropriately.)The teacher would bring up this smilebox and use it for a fun activity with the students. The kids would get the opportunity to look at the various slides and determine what action is being done in the pictures. In about 40% of the slides, the students also have to figure out what action they COULD do with the given object. Students will have fun with this activity as they jump around and participate in the various actions.
Activity #2 Action or Object? (Vocabulary, Phonics, Comprehension)
A.4.2 Read, interpret, and critically analyze literature. (Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience.)In this activity, the students will be given ACTIONS/VERBS and OBJECTS/NOUNS. In the description, the teacher can refer back to the "Guess that Action" activity to explain that actions are done by someone and objects are often used for actions (such as THROWING a BALL). They will then complete the document below with directions from the Teacher.
Directions: Read through the words two times and put an "X" on the correct line to show if the word is an action or an object.
Activity #3 Picture Walk (Comprehension)
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.)Have the students look through the book, "Because a Little Bug went Ka-CHOO" as a class one time with all of them being silent and then a second time predicting what the story is about. Questions should be asked of the students such as:
a. What do you think the story is about?
b. What helped you predict that about the story?
c. What can you predict because of the pictures on this page?
d. Why does he/she look like she's _(adjective)?
B. Building Knowledge
Activity #1 Group Fluency Reading (Fluency, Phonics)
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Read aloud with age-appropriate fluency, accuracy, and expression.)For this activity the students would have the book read to them in class by the teacher. The teacher would take this opportunity to explain how to read with the correct forms of fluency and inflection. "Because a Little Bug went Ka-CHOO" is a great book for inflections because of the dramatic emotions and sounds that occur. Making the sound "Ka-CHOO" can often push students out of their comfort zone if it is not modeled. Have the students repeat some of the sounds that the book makes throughout the book. The students would then take turns reading pages with phonetic accuracy, inflection and fluency. The teacher should correct when necessary and model pages as needed in the rotation if students are not understanding the concept of "fluency" skills.
Activity #2 Rhyme Time - VoiceThread (Phonics)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre.)E.4.1 Use computers to acquire, organize, analyze, and communicate information. (Generate, send, and retrieve electronic messages.)
Have the students assigned to go online and respond to this voicethread. Show them how to access this voicethread in addition to sending a note home with their parents. Explain that they have an option to type a responsive sentence with two or more rhyming words or they can record their answer. Have the students pick out the rhyming words from the given sentences later in class and talk about spelling similarities with phonics.
Activity #3 (Vocabulary)
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly.)For this activity, the students would go through the book and pick out ten different action verbs that they liked or were not sure on the definition for that they read from the book and would write them down on in the following document. After they chose their words, they would look up the words in the Kid's Yahoo Dictionary and write the verb definition. The students would then write, in the same document, a sentene using that action verb in a new way.
Example:
1. Action Verb: Bopped
2. Definition: To hit or strike.A blow; a punch.
3. Sentence: The turtle bopped the raccoon on the head with his hand.
Kids Yahoo Dictionary
C. Consolidation Activities
Activity #1 Writeboard Discussion (Comprehension, Phonics)
C.4.2 Listen to and comprehend oral communications. (Retell stories and reports of events in proper sequence.)
E.4.1 Use computers to acquire, organize, analyze, and communicate information. (Use basic word-processing, graphics, and drawing programs.)
In this activity, the students would be given directions about how to post online with the following password. Each student would be in charge of posting online to the discussion board and the examples would be discussed in class. Students could talk about what other actions could follow in sequences from the writeboard. Since the students now know what an action word is, they could also pick out the action word in the first sentence of each response.
http://123.writeboard.com/2893ba13f564216e0
Password: little bugActivity #2 Story Sequencing (Comprehension, Phonics)
C.4.2 Listen to and comprehend oral communications. (Retell stories and reports of events in proper sequence.)
A.4.2 Read, interpret, and critically analyze literature. (Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences.)
For this activity, the teacher would use sentence/paragraph strips as a manipulative for practicing story sequence. The story to decode for this activity would be "Because a Little Bug went Ka-CHOO". Each table would work seperately to take turns reading the sentences and each table would put them in the correct order based on the story. You could have the students race to see who could sequence them the fastest. This would be a great opportunity to stress the importance of having order in a story. Kids arrange sentences/paragraphs in order. The strips would be numbered on the back for self checking.
Activity #3 Class Consequences Book (Comprehension, fluency, phonics)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences.)A.4.1 Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning.)
This activity would be a class book. As a class, the students would work together to come up with a story regaurding a action done by a person or animal. Every sentence would we written on the board by the teacher. Each of the students would be sure to contribute a sequencing action. The teacher would give each student a page to work on. The student would write out the sentence they were assigned to and draw a picture that illustrated the sentence. One by one and they would be able to complete a book together with actions and consequences. Once the book is finished by the class, they can present it to a lower grade and practice their fluency while reading their page.